In this web-based survey, 60 non-Indigenous Australian human resource (HR) professionals reviewed four fictitious job resumés for an Indigenous male, Indigenous female, non-Indigenous male and non-Indigenous female. Participants rated the resumés against five key selection criteria and then ranked them in terms of suitability for a HR position, team fit (TF) with participants' current HR team, and suitability for a customer service (CS) position. Finally, participants completed a modified Attitude toward Indigenous Australians scale. Although participants' gender and attitudes and applicants' gender and ethnicity did not have an effect on resumé ratings, rank differences for the HR position and TF for the whole sample were significantly different, with the non-Indigenous male applicant being preferred to the Indigenous male and female applicants. Participants holding a negative attitude toward Indigenous people consistently ranked the non-Indigenous male applicant more favourably than the Indigenous male and female applicants and the non-Indigenous female applicant more favourably than the Indigenous male applicant. Female participants ranked the non-Indigenous male applicant more favourably than the Indigenous male and female applicants for the HR position and TF. Implications for Indigenous Australian employment disadvantage are examined with reference to social identity and contemporary racism theories.

Alternative assessment in education is becoming widely implemented around the Pacific region. This study conducted a multilevel analysis of communication climate and beliefs about the effectiveness of alternative assessment. Participants were 662 teachers from 75 elementary schools in Korea. The findings showed that teachers' beliefs about the effectiveness of alternative assessment were positively influenced by their perception of communication climate at their schools and their perception of support from principals, peer teachers, students and parents. The effect of teachers' endorsement of textbook-based learning was moderated by school-level communication climate. The findings indicated that an open communication climate at schools is a key for the successful implementation of alternative assessment.

This article describes a 12-week intervention targeting positivity towards asylum seekers, Indigenous Australians and Muslim Australians. The study also assessed change in the intention to engage in bystander activism in four different scenarios: two Indigenous (old-fashioned and modern prejudice), one Muslim and one asylum seeker. There was a significant increase in positivity towards asylum seekers, Indigenous Australians and Muslim Australians. There was also a significant increase in ‘speaking out intention’, a form of bystander anti-prejudice, in three of the scenarios, but not in response to the Indigenous old-fashioned prejudice scenario. The study indicates that structured education on cross-cultural issues can improve attitudes to perceived ‘outgroups’ and, for the most part, increase participants' intention to speak out against prejudice.

The Pitcairn sexual abuse trial was widely reported in New Zealand newspapers and this study examines constructions of both allegations and explanations of sexual abuse. Discourse analysis was used to study a database of 76 reports from the Dominion Post and New Zealand Herald. The analysis identified three discourses that co-articulate allegations of sexual abuse and attempts to explain and account for these allegations. The first discourse deals with reported allegations of childhood sexual abuse and trauma. The second discourse deflects responsibility from the accused men and lays open explanations drawing on the history and culture of Pitcairn. The third discourse constructs abuse as something that occurred because Britain failed to meet its responsibilities and provide adequate legal and moral guidance. These discourses are discussed in terms of the actions they perform in terms of reducing the level of personal responsibility for crimes of sexual abuse.

This study set out to determine the efficacy of a school-based early intervention program (the Kiwi ACE program) with Māori and Pacific adolescents experiencing depressive symptoms. A large group (N = 419) of Māori and Pacific students (average age 14 years) was screened for depressive symptoms and, from a pool of students scoring greater than 63 on the Children's Depression Inventory (CDI), 56 students were randomly assigned to either an intervention or control group. After attrition, the final sample constituted 24 young people after one year. The intervention comprised eight 90-minute sessions conducted in school time. Students were taught to more fully understand the relationships between thinking, feeling and behaviour, to challenge beliefs and to solve interpersonal problems. At immediate posttest (p = .045) and at one-year follow-up (p < .001) a significant effect for condition was obtained: the intervention group reported lower depressive symptoms. Efficacy of the intervention was supported by qualitative data obtained from focus groups. Further controlled trials on a larger scale are recommended to establish the durability and generalisability of the effects of program participation.